Opinion: It's time to let young people help shape climate policy

The climate crisis is one of the defining injustices of our time, and young people will live with the consequences for the longest. It’s no surprise then that they’re fearful about the future. In a recent global survey of youths aged 15 to 24 by Plan International, nearly all — 98% — were concerned about climate change and almost three-quarters — 74% — felt very or extremely worried.

As a result, many are taking action. In the face of stark warnings from the Intergovernmental Panel on Climate Change — including that our planet could be 1.5 degrees Celsius warmer in just two decades — they have set up organizations, projects, and campaigns, bringing hope to environmentalists the world over. But worryingly, when it comes to the development and implementation of policies, which can bring the biggest systemic change, youths are consistently being excluded.

Our research has found that although 86% of young people have taken some form of action on climate change, only 6% have taken part in national or global policy processes such as the annual U.N. Climate Change Conference or COP. An overwhelming majority — 82% — don’t know how their government is tackling the crisis, saying they have little to no information on their country’s climate policy and nearly half don’t know what the Paris Agreement is.

This exposes significant shortfalls in how governments are engaging youths in the environmental crisis we face. With 8 in 10 young people saying they want to participate in climate policy, it is clear they want to shape the decisions that define their futures.

But they don’t feel informed or empowered enough to do so, especially girls. Our survey found that nearly 1 in 3 girls and young women don’t feel confident participating in climate policy processes, compared to 1 in 5 boys and young men.

This needs to change, and education has a vital role. Time and again, youth activists tell us they are forced to teach themselves about climate action because they aren’t learning in a meaningful way at school. They are taught individual actions such as recycling or saving energy, but these often aren’t relevant to their day-to-day lives. Only 1 in 5 have been taught about climate policies and frameworks.

COP 26 is a chance for leaders to implement a series of recommendations Plan International has developed with young people from around the world for education that advances climate and gender justice. First and foremost, we must look at the content of what is taught. Policymakers must recognize the importance of climate education and resilience, and the central role of girls’ leadership, alongside the basic skills of literacy and numeracy.

Information needs to be from reliable sources, adapted to local contexts. For example, not recommending public transport in rural communities without access. Learning should go beyond science and geography classes to explore human, social, and political dimensions. With climate anxiety increasing, lessons should empower students and prioritize their well-being. This includes striking the right balance between individual actions and systemic policy change.

Malawi is one front-runner in this area. Earlier this year, the government launched a climate learning strategy, which spans 25 subjects, including languages and community activities, setting a clear pathway to mainstreaming climate change learning throughout the country.

Second, teachers should help pupils to develop life skills that are critical in creating change through action-oriented learning. For example, writing letters to local governments. Education should build confidence, creativity and curiosity, and skills such as critical thinking, data analysis, debating, and leadership. This kind of civic education can drive both activism and sustainable, pro-environmental behaviors.

Finally, education must go hand in hand with creating meaningful opportunities for young people to engage in processes such as COP 26 — for example, by sharing national climate policies, IPCC reports, and the Paris Agreement in youth-friendly formats on platforms such as social media.

Youths have also told us they need funding to cover expenses such as phone data, visas, and travel. Mentorship and training opportunities can also help, as well as connecting schools with government-led youth initiatives and local universities.

We can’t lose any more time. This year alone, the Malala Fund estimates climate change will prevent at least four million girls in low- and lower-middle-income countries from completing their education. This makes it all the more urgent to build resilient education systems and to tackle the norms which prevent girls from going to school.

In the words of Renata, 24, from Brazil: “I want you to truly take a moment and think about it. We are asking young people to step up and lead the change for a more just, equitable, and sustainable planet. Do you think that's fair to ask when many of us never had the chance to learn about these frameworks through formal education in the first place?”

At its most transformative, education can equip children and young people with the confidence and skills to shift the way they think about others and the world around them, hold those in power to account, and advance gender equality. World leaders must now take urgent action, so current and future generations can live in harmony with each other and the natural world.